Cover

There are Still Heroesby Lesley-Ann Browne

Welcome Backby Brendan Doyle

On Location Report

CTF Annual General Meeting:Delegates Adopt Strategic Plan

National Issues In Education PollPoll Highlights

Lower Your Stressby Kathy Burford

P.D. This Summer

Project Overseas '98by Keith Samuelson

Project Overseas 1999/2000

Investments Top $50,000by William Abraham

Teachers Honoured

1998 Pre-Retirement Seminar Registration Form

Stem~Net Report

Resources

Calendar of Events

THERE ARE STILL HEROESby Lesley-Ann Browne

I have often been accused of being skeptical and unbelieving especially when it comes to human nature. Iguess in some ways I am but with a firm belief that there is some good in everybody. And every now andthen something happens that reaffirms my belief in human nature.

While attending the National Summer Games for Special Olympics in Sudbury, Ontario and the ProvincialSummer Games for Newfoundland and Labrador Special Olympics held in Mount Pearl, I met a group ofpeople who helped reaffirm my belief that good people do exist. I was surprised and somewhat amazed todiscover that these people were teachers.

For those who are not familiar with Special Olympics, the organization offers sports, recreation, fitness andfun programs for individuals with a mental disability. Without question, the quality programs offeredthrough Special Olympics provides opportunity for growth and improves the lives of the 19,000 athletes inCanada who participate. This number includes over 340 athletes who participate in Newfoundland andLabrador.

The games in Sudbury were quite the experience. Hockey greats Doug Gilmour, Eric Lindross, Mike Filinoand others were on hand to welcome athletes and coaches. I expected people like them to be in attendanceas most National Games invite well known celebrities to get more media and public attention for the event.What I did not expect, however, was to discover that the coaching contingent from Newfoundland andLabrador was made up mostly of teachers.

I wondered why teachers would give up their summer break to coach a group of Special Olympian athletes.After a year of teaching I would have thought that most teachers would have wanted to relax during theirsummer break. I pondered as to why the teachers would leave the classroom and then volunteer for asummer of hard work. Every day when a teacher enters the classroom they are faced with challenges,frustrations, and demands. But, as in coaching, there is also accomplishment, enjoyment and fulfilment.

The teachers who gave up their summer to ensure that the Special Olympians of Newfoundland andLabrador had memories to last a lifetime; who know a Special Olympian and witness their strength; whoheighten their courage, and their pride; and who are dedicated to the cause --; are heroes. Teachers see andfeel the passion for life that these athletes have. They see through the stereotypes and myths. It isencouraging to know that there are still heroes out there and great to know that they are teachers.

One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched ourhuman feelings.

--- Carl Jung, Swiss psychologist

WELCOME BACKby Brendan Doyle

This first edition of The Bulletin for 1998-99 provides me with an opportunity to extend a belated welcomeback and express best wishes for the new school year.

For new teachers, I welcome you to the teaching profession. Remember to have faith that your daily, andsometimes hectic, experiences in the classroom will bridge the gap between theory and practice.

Education in this province has been under siege and is beset by conflicting forces. Elements of society, forexample, call for increased emphasis on "life skills" to make up for poor parenting, while others call for areturn to the so-called "basics". In essence, schools are being asked to be all things to all people --; anexpectation that is impossible to fulfill, hence the resulting public criticism. How can schools be the culturalcement for society when the only constant in education has been change?

A real fallout from the expectation that schools embrace mutually exclusive goals is the fact that teachers'confidence has been eroded. Too much educational reform and restructuring, fuelled by public criticism ofexisting practices, has sapped our energies and dashed our hopes. In What's Worth Fighting For Out There,Hargreaves and Fullen tell society that "until it realizes that the quality and morale of teachers is absolutelycentral to the well being of students and their learning, all serious reform efforts are bound to fail". Toteachers, the authors offer this caution: ". . . teachers cannot wait for society to get it right. They willbecome their own worst enemies if they do not take action to help break the current deadlock of despair thatenvelops public school systems everywhere."

It is fair and reasonable, in my opinion, that teachers look to their Association to provide leadership inbreaking the "deadlock of despair", and in addressing the loss of confidence and low morale within theprofession. We have witnessed a painful, protracted, and divisive debate relative to negotiations andpensions. A majority decision has been rendered in the usual democratic fashion, and it's now time to moveon. Teacher certification and professional development represent but two of the many areas where teachersneed to assert their influence and set a direction that is forged by teachers for teachers. Your Association hasput plans in place to do so and will be providing information to you in the near future.

When collective bargaining was concluded in June, it was understood that the crucial issue of quality ofwork life for teachers and administrators was not adequately dealt with and would have to move to anotherforum. Accordingly, a comprehensive study of the workload of teachers will be conducted jointly by theDepartment of Education and the Association. Most recently, a special committee has been struck betweenthe Department of Education and NLTA to provide some immediate direction with respect to administratorconcerns. Specific communication to the membership on these two initiatives will be forthcoming.

My visits to literally hundreds of schools last year under the most trying circumstances served to heightenmy already strong sense of pride in the teaching profession. I intend to continue these visitations this yearand would welcome an invitation to visit any school, branch, or group of teachers.

Again, all the best for 1998-99, and may it prove to be a year of optimum personal and professional growth.

ON LOCATION

Provincial / National / International NEWSRAMEA

Search and Rescue Squadron visits schoolThis past June, students at St. Boniface All-Grade in Ramea received a visit from 103 Search and RescueSquadron, Gander. The Grade 5/6 class invited them as part of a flight theme being studied in science.Clyde Dominie, Vice-Principal at St. Boniface, says the crew agreed to have all primary and elementarystudents tour the helicopter and to answer the many questions that students had for the crew members. "Allstudents involved went to the helicopter landing pad in Ramea, and not only toured the helicopter, but alsosaw a search and rescue demonstration," he says. As a token of thanks from the students and the school, anappreciation certificate was presented to 103 Search and Rescue Squadron for an exciting day and a greatlearning experience.

MUSGRAVETOWN

Student participates in nation-wide geography competitionWhat is the capital of Canada? Hannah Dickson, a student at Anthony Paddon Elementary in Marystown,knows the answer. She was one of three Newfoundland and Labrador students who competed in The GreatCanadian Geography Challenge held at the Canadian Museum of Nature in Ottawa this past May. LiamKavanagh, 12, from Holy Trinity Elementary in Torbay and Matthew Pothen, 11, from Baie Verte MiddleSchool, also took part in the competition.

The Great Canadian Geography Challenge is a national student competition designed to help foster aninterest in Geography among young Canadians. This year's competition was moderated by Alex Trebek,host of the television quiz show, "Jeopardy". This was Hannah's second year competing in The Challenge,after earning the title of provincial champion for the past two years. Peter Laracy, provincial coordinator forthe competition, says that Hannah and the other students did an outstanding job. "The level of students thisyear it seems like their level of knowledge has been getting better every year," says Mr. Laracy. Some ofthe questions asked this year included: "Which large lake once covered most of the province of Manitoba?","Name two of the three provinces that have provincial police forces", and "What body of water containsAkimiski Island?". The top two finalists in this year's national competition and the top two finalists in nextyear's competition will team up for the International Geographic Olympiad. The Canadian team took gold atthe last international competition held in Washington DC in August 1997. Hannah placed seventh in Canadaat this year's competition and is still eligible to participate again next year.

CORNER BROOK

Pucker upSt. Gerard's Elementary principal Wynanne Downer puckered up and kissed a pig this past Spring, fulfillinga deal she made with students at the school. Ms. Downer agreed to kiss a pig if students from Kindergartento Grade 6 would read 1,500 books from April 20 to May 19.

The idea came from parent volunteers Donna Butt and Dianne Lees, both of whom work with the schoolreading program. "We just wanted to find good, innovative ways that would encourage the kids to read,"says Ms. Butt. The idea turned out to be a good one as students read over 2,200 books. One parent

commented that this initiative had a very positive effect on her son's reading and she applauded the schoolfor their creativity and Ms. Downer for her flexibility.

Over 160 students registered for the Book Read project, and each filled out a reading log to chart theirprogress. Every time a book was read, the student would add a pig to the chain of pigs in the halls at St.Gerard's. The event culminated with an assembly on May 22, a date that would go down in the school'shistory as the day Principal Downer kissed a pig.

(Some information for this story was obtained from an article in The Western Star.)

WOODY POINT

Ella Manual Award winner This years' winner of the Ella Manuel Award, valued at $1,000, is Natalie King, a Grade 12 graduate fromBonne Bay Academy in Woody Point. Natalie was selected from 23 applicants nominated by high schoolsfrom around the province.

This is the thirteenth year the award has been given in memory of noted Newfoundland writer, broadcaster,and feminist Ella Manuel, whose children's novel That Fine Summer was re-issued by Breakwater in 1995.The award assists young women graduating from high schools around the province in furthering theireducation.

Natalie has strong interests in both science and literature and is considering a career in journalism. Severalof her poems have already been published in "Voices of the Young". Natalie says she would like the mediato present a more informed viewpoint on issues such as human rights and the environment.

ST. JOHN'S

Celebration of readingThe annual book celebration was held at the Newfoundland School for the Deaf this past June. For over adecade students have been participating in either the McDonald's reading incentive program or the Pizza HutBook It program. The Newfoundland School for the Deaf PTA generously presents each child in the Juniorand Intermediate Departments with a new book and special prizes are awarded to the top readers. BrendaMacDonnell, Learning Resources Teacher at the school says the PTA also thanked classroom teachers anddorm staff for their support throughout the year by presenting tokens of appreciation. This years' outstandingreaders were: Renee Pardy 849 books; Jonah Brown 810 books; and Wade Hillier 734 books. The JuniorDepartment students read 6,692 books. Intermediate student results, by the hour, were: Waylon Coombs ­141 hours; Lia MacLean 125 hours; and Scott Collins 124 hours. Intermediate students read for a total of1,397 hours.

NLTA staff changesThe Newfoundland and Labrador Teachers' Association is pleased to welcome Don Ash to the replacementposition of Administrative Officer, Benefits and Economic Services. Don will be replacing Barbara Lewisuntil December 23, 1998.

Prior to joining the Association, Don was Assistant Principal at Holy Spirit High School in Manuels. Heholds a Bachelor of Science/ Bachelor of Education from Memorial University with a major inMathematics, and a Masters of Business Administration from York University with a major inOrganizational Behaviour/ Public Administration. He has taught within the province for 14 years and waspreviously an Employee Relations Representative with Amoco Canada Petroleum Company.

Don was elected to NLTA Provincial Executive in 1997 and has served as the Chair of the Group InsuranceTrustees and a member of the Finance and Property Committee. While on Executive he also served as Chairof the Curriculum Committee and the Ad Hoc Committee on Joint Council Procedures. He was also amember of the Educational Leave Committee and the Investment Committee. He is past president of theConception Bay South Branch and was also active in the Avalon Region Mathematics Council.

Due to his acceptance of the position in Benefits and Economic Services, Don has resigned his position onthe Provincial Executive Council of the NLTA. His executive position has been filled by the next alternate,Rivlyn Galway of Gander.

1998 NLTA Medal winner announced

Andrea Manuel of St. John's is the winner of the Newfoundland andLabrador Teachers' Association Medal for the Spring Convocation1998. Andrea convocated this past April with a Bachelor ofEducation (Primary French Immersion) Degree. Before completingher Education degree, she strengthened her subject knowledge bycompleting a Bachelor of Arts Degree (French/English). Sheconvocated with a first class Bachelor of Arts in 1996.

Andrea has traveled to Quebec where she completed a portion of herB.Ed. at Université du Quebec à Trois-Rivières and Université duQuebec à Chicoutimi. She completed her Education degree with a 90percent in her Internship at Vanier Primary School in St. John's.

While at Memorial, she was Assistant to the Executive Assistant to the Dean of Arts and a Monitor in themultimedia and language labs. She has been recognized for her academic excellence as follows: A.C.Hunter Travel Scholarship in French 1996-97; Faculty of Arts Dean's List 1996-97; Faculty of EducationDean's List 1993-94 and 1995-96; Dr. Ethel M. Janes Memorial Scholarship in Education , 1993-94, 1994-95 and 1995-96; and John Lewis Paton Scholarship 1993-94.

NEWFOUNDLAND AND LABRADOR

Remembrance Day activitiesEach year the Royal Canadian Legion in Newfoundland and Labrador helps sponsor various RemembranceDay poem, essay, and poster contests in our schools. In 1996, with the assistance of former LieutenantGovernor Frederick Russell, it started a program titled the "Wall of Honor" whereby students wereencouraged to bring in pictures of relatives who were veterans. These photos were then prominentlydisplayed in the schools.

Once again this year many Royal Canadian Legion branches will be sponsoring various Remembrance Dayactivities. Schools and teachers are encouraged to contact the Royal Canadian Legion branch in their areafor further information on these activities. The Legion would also like to acknowledge and thank all teacherswho have unselfishly given of their time in the past to promote Remembrance Day activities in theirschools. Teachers have involved students in meaningful ways in remembering the price paid in human livesto achieve and maintain peace, and to ensure that these sacrifices will not be forgotten or repeated. TheLegion looks forward to this support continuing in the future.

Community Historyboards updateThe Community Historyboards Program was initiated in 1995 by the Johnson Family Foundation, in

partnership with the Newfoundland and Labrador Teachers' Association and the Museum Association ofNewfoundland and Labrador, to give outdoor interpretation panels describing a community's own history toa number of communities around the province.

The purpose of the Program is to provide to each participating community a written, permanent, and highly-visible record of its history, heritage, and human interest stories. The objective is to make residents andvisitors (especially the younger people) aware of the stories about the establishment of their communitiesand the people and events that have been important to their history.

Late in 1997, the Johnson Family Foundation hired Dale Russell FitzPatrick (formerly with the NLTA andthe Encyclopedia) to devote full time to the task of co-ordinating the work. Ms. FitzPatrick says thisProgram contributes to pride and appreciation of each community's individual and very special past. "Goodprogress has been made with gathering and submitting material," she says, "but the Program is not yetcomplete." Of the 134 communities invited, 71 decided to participate, and many of their CommunityHistoryboard Committees include teachers.

As you travel around the province, you are encouraged to take some time to look for erected Historyboardsin the following towns: Battle Harbour, Bay de Verde, Botwood, Brigus, Carbonear, Cupids, Ferryland,Fogo, Fortune, Gambo, Gander, Grand Bank, Grates Cove, Greenspond, Harbour Breton, Harbour Grace,Heart's Content, King's Cove, Lamaline, La Grand'Terre-Mainland, Pilley's Island, Point Leamington,Ramea, Renews-Cappahayden, St. Vincent's, Salvage, Springdale, Sunnyside, Tilting, Trinity, Twillingate,Wesleyville, Whitbourne, and Winterton.

Essay writing contest winners announcedThe Literacy Development Council of Newfoundland and Labrador are pleased to announce the followingwinners for the Literacy Action Day Writing Contest held in February 1998: Grades 1-3: Bradley E. Tuck,Perlwin Elementary, Winterton (First Place); Craig James (C.J.) Pritchett, Gander Academy, Gander(Second Place); Brittany Benoit, A.P. Low Primary, Labrador City (Third Place). Grades 4-6: JonathanStrickland, Our Lady of Mercy, St. George's (First Place); Joshua Devereaux, Matthew Elementary,Bonavista (Second Place); Megan Bennett, Cassidy Memorial Elementary, St. Fintan's (Third Place); LauraAndrews, Bishop Abraham Elementary, St. John's (Third Place). Grades 7-12: Troy Larson, Menihek HighSchool, Labrador City (First Place); Gaetan Kenway, Jamieson Academy, Winterland (Second Place);Katrina Warren, LeGallais Memorial, Isle aux Morts (Third Place). The Literacy Development Councilcongratulates all the winners and extends a special appreciation to all who participated in the contest.

CANADA

Telecommunications volunteers committed to educationThe Telephone Pioneers demonstrated their commitment to education, literacy and positive self-concept inchildren by pledging to deliver "I Like Me!", a new school program, to 250,000 students across NorthAmerica during the 1998-99 school year.

A product of Kindergartners Count Inc., a non-profit organization working in partnership with theTelephone Pioneers, "I Like Me!" is a 12-week program aimed at encouraging a positive "self-concept" inkindergarten-age students. Fundamental to the program is a reader personalized for each child. These bookscontain statements using the child's first name, the names of two of their friends, their teacher, school andcommunity. Teachers are supplied with a lesson plan developed with the Kindergarten curriculum in mind.The "I Like Me!" program is supported by national education organizations including the CanadianAssociation of School Principals and the National Association of School Psychologists.

The Telephone Pioneers, a North American community service organization founded in 1911, is comprised

of more than 800,000 current and retired telecommunications company employees. The organization'sprimary focus is enhancing education.

Prime Minister's Awards for Teaching ExcellenceThe Prime Minister's Awards for Teaching Excellence are an ideal way for Canadians to recognize teacherswhose skill, dedication and infectious enthusiasm lead students to look beyond the textbook, the classroomwalls and final exams to see a world of opportunity.

The awards honour teachers from all disciplines who have made extraordinary efforts to prepare students forthe challenges of a knowledge-based economy by improving student achievement, developing student skills,promoting student interest and participation, showing commitment and leadership, and creating and usingexemplary teaching practices. If you know such a teacher, please consider nominating him or her for anaward. Contact us to receive a copy of the nomination guidelines and form at: Prime Minister's Awards forTeaching Excellence, Industry Canada, Room 713, Heritage Place, 155 Queen Street, Ottawa, ON, K1A0H5; Tel: 1-800-268-6608; e-mail: pmawards@ic.gc.ca; web site: http://www.schoolnet.ca. Nominationdeadline is November 20, 1998.

YTV Achievement AwardsThe search is on to find Canada's outstanding young innovators, achievers, performers and heroes. Fromthese amazing young Canadians will come the recipients of the 10th Anniversary YTV AchievementAwards. Winners will receive a $3,000 cash honorarium per category, a statuette and an all-expense-paidtrip to receive their award on national television. To be eligible, nominees must be 19 years of age oryounger and residents of Canada who have made a significant contribution in one of the following 15categories: Acting; Band/Musical Group; Bravery; Dance; Business; Environmental; Innovation/Science andTechnology; Instrumental; Public Service; Specialty Performance; Sports; Visual Arts; Vocal; and Writing.The fifteenth category is the Terry Fox Award which is given to an individual or group best exemplifyingthe dedication, determination and spirit for which Terry Fox is best remembered. Postmark deadline forsubmissions is November 6, 1998 at 5:00 p.m.

For information or nomination brochures, contact: YAA! YTV Canada, Inc., Box 369, Station C, Toronto,ON, M6J 3N1, Tel: 416-530-5164, Fax: 416-530-5181, e-mail: yaa@ytv.ca, web site: www.ytv.com.

CTF Annual General MeetingDELEGATES ADOPT STRATEGIC PLAN

Teachers representing every province and territory in Canada gathered in Ottawa from July 9 to 11 to attendthe 1998 Annual General Meeting of the Canadian Teachers' Federation. One resolution adopted bydelegates will guide much of CTF's work during the coming year.

Delegates approved a CTF Strategic Plan, developed over the last 12 months, entitled Above All QualityPublic Education. One of the goals of the plan is for CTF to develop, by the end of 1999, a vision documentdescribing the profession's view of the changes, directions and conditions needed for high quality publiceducation. Another goal will be to lead, by the end of 2003, the Council of Ministers of Education, Canadato endorse goals aimed at improving public education which are consistent with CTF policy. The two othergoals are to lead the Government of Canada to enact legislation and/or implement programs that concernteacher organizations, and to support continuous professional learning within CTF Members by providing,annually, CTF projects and events that are pertinent, timely and valuable to the work of teacherorganizations. Each goal is accompanied by strategies to ensure its implementation.

Delegates also adopted a policy statement containing a series of principles on curriculum. These principlesaddress such matters as the need for equity, time, resources, teacher autonomy, opportunity for input fromthe broadest possible community representation, and a recognition that teachers must have the primary rolein and control of curriculum development.

As a result of other resolutions adopted by the AGM, CTF will be opposing and monitoring the negotiationsfor a Free Trade Agreement of the Americas and will be preparing a response to the statement on educationby the Ministers of Education of the Americas delivered in Merida, Mexico in February 1998. In addition,CTF will lobby the Canadian Government to work towards having the United Nations Declaration onHuman Rights and its Conventions as a legally binding document.

Another resolution directs CTF to continue to give high priority to on-going programs and processes forconsulting and educating Member organizations on matters related to curriculum, instruction and studentevaluation as an integral part of its Strategic Plan.

The meeting was punctuated by a number of very interesting special sessions. One of those sessionsinvolved a presentation entitled: "Globalization and the Civil Society" by Dr. Robert Moore, formerGuyanese High Commissioner and a retired officer with the Canadian International Development Agency.Dr. Moore defined civil society as "those organizations, institutions and groupings that exist outside thegovernment structure and are not under government's control." They exist to express the legitimate interests,perspectives, concerns and enthusiasm of citizens. He called civil society "the life support system ofdemocracy" and challenged educators to become more involved in it.

In another special session, Canadian author and broadcaster, Irshad Manji, spoke of "Education for aDemocratic Society." She defined democracy as "a system of social governance that affords all of us theopportunity and the responsibility to make a difference." She spoke of the need that all human beings, butespecially students have to feel respected and useful, and stated that teachers must foster an ethos, a spirit ofeducation. She stressed the importance of teachers seeing their students as more than mere receptacles, andstated that, to rediscover relevance, schools must be well-rooted in their communities.

A third special session featured a panel on International Development Assistance Programs (IDAP). CTFtrustee, Carla Pieterson described CTF's Project Overseas as a program designed to enhance teaching andlearning around the world. "It's much more than just a feel good project," she said. She called it a

mechanism for initiating positive change, and a chance for teacher organizations to work together. RogerFerrari representing SNES (France) spoke of the cooperative ventures undertaken in the past between CTFand his organization. He invited teachers to resist the current trend toward looking inward. He stated thatbecause of globalization and centralized economic power, cooperation was more essential than ever. CTF'sretiring Director of International Programs, Robert Barker, explained that the CTF Trust Fund is theFederation's charitable wing which, since the early 1970s, has included CTF's international activities. Hestated that: "after many years of strong commitment, some Member organizations seem to be showing signsof fatigue." He appealed to Members not to give up, stating that the needs are now greater than ever,particularly in the area of in-service training in developing countries.

In the last special session, Linda Dale spoke about the "Mapping Our World" project. It involves three-dayworkshops with young people aged 10 to 15 years in eight developing countries and in five centres inCanada. Children describe their lives through drawings, paintings, writing, photographs and videos. Thesecond phase involves a travelling exhibition and web site designed to increase understanding ofinternational children's rights issues.

During the last session of the AGM, Marilies Rettig from Ontario was elected President-designate, whileFrançoise Beaulieu from New Brunswick, Diane Beresford from Manitoba, Diane Chénier from Ontarioand Fran Galbraith from Alberta were elected to serve one-year terms as CTF Vice-Presidents. Jan Eastmanfrom British Columbia begins the second of a two-year mandate as CTF President.

During their stay in Ottawa, delegates and their families were warmly hosted by CTF and a committee oflocal Ontario teachers. The CTF Annual General Meeting next year will be hosted by the British ColumbiaTeachers' Federation and will be held in Vancouver where planning is already well underway.

President's Address to CTF Annual MeetingIn her presidential address to delegates attending the 1998 Annual General Meeting of the CanadianTeachers' Federation held July 9 to 11 in Ottawa, Jan Eastman told her listeners: "It is my hope that we willuse this time together to consider wisely the directions we are taking, the battles we must fight, the needs ofteachers, the changing world of the children we teach and the status of the teaching profession."

"It is a time," she added, "brief though it may be, for us to look at the big picture, to share, listen, deepenour mutual understandings, and to revisit our common interests and the cloth that binds us together."

"There is no doubt," said Ms. Eastman, "that globalization, fueled by new information and communicationstechnologies, is having remarkable effects on our lives, our governments, and our education system. Wecontinue to face unprecedented challenge and extraordinary change in both pace and extent."

But the teacher leader stressed the need to understand the impact of globalization, stating: "With the virtualbarrage of daily news on the subservience of labour to economic growth, the unfettered movement of capitaland the need to compete on a global scale, it sometimes seems that we have stepped back in history to thedays when kings ruled by divine right, except that today, we talk about the divine right of the marketplaceand of free enterprise."

"Change is a part of life," said Eastman, "but we make choices about what we change, how we change, andfor what purpose. We can opt to be victims of change imposed by others, or choose to put forward ourvision for positive change to enhance the quality of public education, to create more and better opportunitiesfor students, and to address the real and changing needs of students and the public as we enter the 21stcentury."

"This calls for renewed efforts to build partnerships, coalitions and alliances among ourselves, with others

and with society, and to reach out to parents, to the public, to politicians, and to the business community inorder to identify our common interests and to articulate our priorities in defence of our proud profession andin support of the vital institution of public education."

On the issue of education funding, Ms. Eastman stated that she didn't know whether reduced funding foreducation was a symptom of a deliberate agenda to erode public confidence in public schools, or was aresult of government debt and deficit battles as a consequence of the reduction of transfer payments and thegeneral offloading to the provinces by the federal government. "However," she said, "now is the time topush, and to push hard in this area, especially since public opinion consistently supports increased fundingto elementary and secondary schools, and because some governments have begun to put more money intoeducation. While it may not be anything more than catch-up, it is a positive trend, and therefore verywelcome indeed!"

Still on the question of funding, Ms. Eastman said that privatization, including charter schools, increasedfunding to private schools, private-public partnerships to build schools, and the whole trend towardeducation being considered as a commodity to be bought and sold, are all major concerns for teachers andteacher organizations.

On the question of her federation's relationship with the federal government, Ms. Eastman said: "CTF'slobbying efforts never cease. We have recently presented briefs and lobbied on such important issues as thechildren's agenda, the seniors' pension benefits, reinvestment in social programs and increases in transferpayments." She added: "But we all know how the federal and provincial governments play off each other,and it's usually to the detriment of public education, education programs, and assistance for children andpeople in need."

"Since the late 80s, we have witnessed a definite move by governments of different political stripes tocentralize decision-making, funding, curriculum and bargaining structures, while decentralizingimplementation and accountability. This trend means that issues of governance remain high on our list ofpriorities --; especially the role of trustees and school councils. We must also work to ensure a meaningfulrole for parents."

"Issues of professionalism," said Ms. Eastman, "not the least of which are teacher autonomy, the right toexercise professional judgement, and the right to speak with authority on matters of curriculum andassessment, uses and abuses of standardized testing, and technology in the classroom remain of paramountimportance to us."

The 1998 CTF National Issues in Education PollPOLL HIGHLIGHTS

The following provides highlights of the national public opinion poll conducted in April 1998 for theCanadian Teachers' Federation by Vector Research and Development Inc. The questions for the poll weredesigned to determine public attitudes on several major education issues and sub-topics arising from CTF'smulti-year National Issues in Education Campaign.

The findings in the report are based on telephone interviews conducted between April 23 through April 29,1998. The sample of phone numbers chosen was drawn by recognized probability sampling methods toensure that each region of the country was represented in proportion to its population, and by the methodthat gave all residential telephone numbers, both listed and unlisted, an equal chance of being included inthe poll. The 2,267 interviews conducted to derive the results of this survey consisted of interviews carriedout in 102 homes in Newfoundland and Labrador, 102 in Prince Edward Island, 100 in Nova Scotia, 100 inNew Brunswick, 503 in Quebec, 500 in Ontario, 134 in Manitoba, 117 in Saskatchewan, 254 in Alberta, 253in British Columbia, and 102 in the Yukon and Northwest Territories combined.

How Do Canadians Grade the Schools?Q: Students are often given grades of A, B, C, D and F for Fail on their report cards. Suppose the schools inyour province and in your community were graded in the same way. First, what about the schools in yourprovince, what grade would you give them? What about the schools in your community, what grade wouldyou give them?

Canadians surveyed continue to give higher grades to schools in their community than to schools intheir province as 54% compared to 46% respectively graded these schools A or B in 1998.Over three-quarters (72.6%) of respondents in Newfoundland and Labrador graded their communityschools an A or B in 1998 compared to half of respondents in British Columbia.Six in ten parents with children in elementary or secondary schools grade schools in their communityA or B compared to about half of respondents without school children.

What are the Serious Problems in the Public School System?Q: Thinking of the elementary and secondary public school system, is each of the following a seriousproblem, somewhat serious problem, not very serious or not a serious problem at all?

A. Lack of Government Funding

Over 8 in 10 Canadians surveyed consider lack of funding for the elementary-secondary public schoolsystem a serious problem (very or somewhat).85% of parents with children in public schools consider lack of funding a serious problem marginallyexceeding the 82% of respondents without school children who expressed the same view.96% of teachers surveyed consider the lack of funding a serious problem including 7 in 10 teacherswho consider it a very serious problem.(88.2% of respondents in Newfoundland and Labrador considered lack of government funding aserious problem.)

B. Lack of Parental Involvement with their Children's Education

8 in 10 Canadians surveyed consider lack of parental involvement a serious problem (very orsomewhat) including over 4 in 10 who consider it a very serious problem.Half of 18 to 29 year olds surveyed consider this issue very serious compared to 4 in 10 Canadians 50

years of age and over.Almost 9 in 10 teachers consider lack of parental involvement a serious problem including over halfof all teachers who consider it a very serious problem.(72.5% of respondents in Newfoundland and Labrador consider lack of parental involvement withtheir children's education a serious problem.)

C. Insufficiently Challenging Curriculum

Almost two-thirds of Canadians surveyed consider this a serious problem (very or somewhat)including almost one-quarter of all respondents who consider this problem very serious.68% of respondents with a university or college education believe this is a serious problem comparedto 57% of respondents with an elementary school education.6 in 10 teachers surveyed consider this problem serious including almost 2 in 10 who consider it veryserious.About half of Canadians surveyed who graded their community schools an A also indicated aninsufficiently challenging curriculum as a serious problem compared to three-quarters of respondentswho graded them an F.(55.9% of respondents in Newfoundland and Labrador consider an insufficiently challengingcurriculum a serious problem.)

D. A Short School Year

4 in 10 Canadians surveyed consider this problem serious (very or somewhat) and 16% consider itvery serious.Older Canadians consider this a more serious problem as 52% of respondents 60 years of age andover feel it is serious compared to 34% of 18 to 29 year olds surveyed.One-quarter of teachers surveyed consider this problem serious and 7% believe it is very serious.Over half of respondents with elementary education consider this problem serious compared to 38%of respondents with a university or college education.(58.8% of respondents in Newfoundland and Labrador consider a short school year not a seriousproblem.)

Views on Taxes, Teacher Workload and Student Preparation to LearnQ: Can you tell me how much you agree or disagree with the following statements?

A. Class sizes in the public schools are so large teachers cannot spend enough time with every child

3 in 4 Canadians surveyed agree (strongly or somewhat) with this statement including almost half ofall respondents who agree strongly.86% of respondents 18 to 29 years of age agree with this statement compared to 55% of Canadians 60years of age and over.79% of Canadians who graded the community schools an A agree with this statement compared to53% of respondents who graded them F.77% of Canadians with a university or college education agree with this statement compared with63% of respondents with elementary school education.(78.4% of respondents in Newfoundland and Labrador agree that class size in public schools are solarge teachers cannot spend enough time with every child.)

B. Teachers have a lot more stressful job than most people realize

3 in 4 Canadians surveyed agree (strongly or somewhat) with this statement including 45% of all

respondents who agree strongly.81% of respondents 18 to 29 years of age agree with this statement compared to 67% of Canadians 60years of age and over.82% of Canadians who graded the community schools an A agree with this statement compared to64% of respondents who graded them F.(78.4% of respondents in Newfoundland and Labrador agree that teachers have a lot more stressfuljob than most people realize.)

C. In general, by the time they enter elementary school, children are prepared to learn with a background ofexperiences and resources

About 6 in 10 Canadians surveyed agree with this statement although fewer than 1 in 5 agree strongly.77% of respondents in Newfoundland agree (strongly or somewhat) with this statement compared to55% of respondents in British Columbia.Two-thirds of respondents in the 30 to 39 year age group (within which most parents of elementarystudents fall) agree that children are ready to learn when they enter elementary school.68% of respondents with family incomes of $24,000 or less agree with this statement compared with59% of those with family incomes of $60,000 or more.(76.5% of respondents in Newfoundland and Labrador agree that in general, by the time they enterelementary school, children are prepared to learn with a background of experiences and resources.)

D. Teachers are now expected to do much more than in the past

About 6 in 10 Canadians surveyed agree with this statement including about one-third of allrespondents who agree strongly.Two-thirds of respondents 18 to 29 years of age agree with this statement compared to 47% ofCanadians 60 years of age and over.Two-thirds of Canadians surveyed who graded the community schools an A agree with this statementcompared to 4 in 10 respondents who graded them F.(56.9% of respondents in Newfoundland and Labrador agree that teachers are now expected to domuch more than in the past.)

E. Public Schools give you good value for your tax dollar

Slightly more than half of Canadians surveyed agree with this statement including 16% of allrespondents who agree strongly.59% of parents surveyed, with children in public elementary and secondary schools, agree that publicschools give good value for your tax dollar and 52% of respondents without school children felt thesame way.73% of Canadians surveyed who graded the community schools an A agree with this statementcompared to 22% of respondents who graded them F.56% of respondents with family incomes of $60,000 or more agree with this statement compared to48% of Canadians surveyed with family incomes under $15,000.(70.6% of respondents in Newfoundland and Labrador agree that public schools give good value forthe tax dollar.)

F. Teachers are not paid enough compared with other professionals

39% of Canadians surveyed agree with this statement including 16% of all respondents that agreestrongly.7 in 10 teachers surveyed agree that they are not paid enough compared with other professionals.

57% of respondents 18 to 29 years of age agree with this statement compared to one-quarter ofCanadians surveyed that are 60 years of age and over.Almost half of Canadians surveyed who graded the community schools an A agree with this statementcompared to one-third of respondents who graded them F.(45.1% of respondents in Newfoundland and Labrador agree that teachers are not paid enoughcompared with other professionals.)

Public Education PrioritiesQ: If more money is spent on the public education system, which one of these would you improve first orgive the highest priority? Reducing Class Sizes; Teacher Training and Upgrading; Services for Studentswith Special Needs; More Computers in the Classroom or Improving Safety and Security in the Schools?(see table)

One-third of Canadians surveyed consider reducing class sizes as the highest priority followed by 1 in5 favoring services for students with special needs and 1 in 6 opting for teacher training andupgrading.Over half of teachers surveyed placed highest priority on class size reduction while almost one-thirdfavored services for students with special needs.Younger Canadians surveyed were more likely to give highest priority to class size reduction whileopinions were more divided among older workers.Reducing class sizes was viewed as a higher priority by respondents in higher income groups.

Highest Priority if More Money is Spent on the Public Education SystemProblem Canada NF PE NS NB QC ON MN SK AB BC Terr'sReducing classsizes

34.1% 36.3% 32.4% 38.0% 33.0% 27.0% 35.8% 35.8% 41.9% 44.5% 39.1% 40.2%

Services forstudents withSpecial Needs

20.7 25.5 21.6 15.0 24.0 32.2 16.8 16.4 13.7 15.4 15.0 16.7

Teacher Trainingand Upgrading

16.6 9.8 12.7 13.0 18.0 16.5 16.6 14.9 15.4 15.0 17.0 17.6

More Computersin the Classroom

13.4 16.7 22.5 20.0 12.0 11.1 14.8 10.4 15.4 13.8 14.2 12.7

Improving Safetyand Security inthe Schools

12.6 10.8 9.8 13.0 12.0 10.1 13.6 18.7 9.4 8.7 13.4 11.8

Don'tKnow/Refused

2.7 1.0 1.0 1.0 1.0 3.0 2.4 3.7 4.3 2.8 1.2 1.0

TOTAL 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

If you require more information on the National Issues in Education Poll, contact Lesley-Ann Browne,NLTA Communications Officer, Tel: 709-726-3223, Ext. 228 or toll-free 1-800-563-3599; or e-mail:labrowne@nlta.nf.ca.

Improving CommunicationsLOWER YOUR STRESS

by Kathy Burford

Communication is at the heart of our lives and necessary in living and working with others. Clearcommunication can be the glue that keeps relationships with others growing. It is the tie that binds us andhelps us to know one another better. It is how we problem solve and co-operate. Through interactions weget to know ourselves better. It helps us to organize our lives. And even with small changes, we can earnbig dividends. Good communication takes time and effort and is a continuous process. Whencommunication is faulty, it can keep us separate from others through misunderstandings and bad feelings.Poor interactions create many problems and frustrations within marriages, families and at school. There aresteps we can take to improve our communication and, in turn, our personal and work relationships.

Good communication is often just good common sense. There are times, in certain situations, when ourinteractions are better than at other times. Becoming aware when our communications are satisfying, helpsus to identify when we are on the right track. Our goal then is to apply those skills more consistently and ona more frequent basis. We need to also pay attention when communications are not satisfying because wecan learn something from that, as well. Think back over the interactions you had today. You might havespoken with family members, friends, colleagues, students or parents, and even someone you didn't know atall. How did it go? Was there anything different with those communications that went well as comparedwith those that didn't? Looking back on it, could you have tried something different to improve thecommunication. What about your body language and tone of voice as you were speaking? Did you get theresponse that you had hoped for?

People usually point to good communication as having some of the following ingredients:

1) It is like a dance, each person having the opportunity to lead and to follow. There is a feeling of beinglistened to and understood with the right amount of time to express just what I wanted to say.

2) It is comfortable and respectful. I learned something new and entirely different than what I had expected.

3) There is an openness to share and see things from other perspectives. We could see the humour of takingoneself too seriously.

4) The conversation was meaningful and it was a precious moment of being together.

5) We laughed until the tears rolled down our faces. And then we laughed some more.

As in dancing, good communication has a rhythm and moves the dancers from point A to B. Faultycommunication doesn't move anybody. It is like a competition where someone tries to win at another'sexpense. We've all had experiences like that and they don't feel very good. In fact, no one wins because eachperson is left feeling upset and with bad feelings. Good communication gives each party the chance to talkand be heard and understood. If you find yourself dominating the conversation, stop, and invite the otherperson in. If you find someone else dominating the conversation, excuse yourself for interrupting, and takethe lead to share your views.

It is also easy to fall into speech pattern traps which muddy what you want to communicate. For example,the simple habit of starting a conversation with a "why" question can put the other person on the defensive.Developing a way of talking that expresses your true feelings can be more important than your words. Yoursmile can send the message that your teasing is caring, not sarcastic. In other situations, your smile can

convey a message of caring and showing that the other person is acknowledged and valued.

Change and conflict are natural stages of people being together over time. Cooperation and compromise arewhat keep people interacting in a positive manner. If there is tension between yourself and another, saywhat's bothering you by being specific with an "I" message such as, "I feel upset when rather than a "You"message such as, "You are always " Listen to the other party without comment, defence or disagreement.Discuss details and avoid old issues. The worst you can do is to keep your feelings bottled up to the point ofnever sharing what is really on your mind. Instead, seek resolution to issues and negotiate to agreement,even if it's to disagree. Be aware that you might be misunderstood, particularly when tensions are high.Listen and ask questions to help clarify if you seem to be at different places of understanding. At times, it isuseful to repeat back what is said so that you both are in tune. Take a break if necessary to cool off andthink about how to take a different approach. Be ready to be wrong or equally guilty and acknowledge it ifthat is the case.

School environments are a hub of activity and, at busy times, it is easy to forget to take the time to sendpositive messages to one another. School administrators can create an atmosphere of caring throughacknowledging the efforts and initiatives of staff members. Everyone likes to be validated for their hardwork and creative ideas. On an individual level, how often have you taken the time to compliment acolleague or even the school principal? Creating a "culture of caring" goes a long way for a school tooperate with far less stress.

Verbal communication takes up about 50% of our time. It's easier to send and receive the right messagewhen you understand the effect that your presentation has on others. Professionals in radio and televisionpractice to make their speech patterns friendly and persuasive. So can you. Consider new approaches toimproving communications both at home and school. You can start today by sending three positivemessages and you may be surprised with the results. Quite likely, both you and the receiver will feel better,and you will have begun to create a "culture of caring."

If you are experiencing a work-related or personal problem, or would like information about the EmployeeAssistance Program for teachers, you can contact EAP Coordinators at the NLTA, Kathy Burford (Ext. 242)or Claudette Coombs (Ext. 265)

CONTACT and Developing Successful School InstituteP.D. THIS SUMMER

The Conference on New Techniques and Classroom Teaching (CONTACT) was hosted by NLTA this pastsummer. Teachers from the Nova Scotia Teachers Union, the New Brunswick Teachers' Association, andthe Prince Edward Island Teachers' Federation joined their colleagues from the Newfoundland and LabradorTeachers' Association for a conference that was, in the words of the delegates, "great, well-organized, witha real Newfoundland flavour".

There were 112 delegates in attendance at CONTACT this year which was held at the Sir Grenfell Collegein Corner Brook from August 16 to 19.

The keynote address was given by Wayne Russell, a teacher and past Executive Director of theNewfoundland and Labrador Teachers' Association. He spoke on "What Is School?", a thought-provokingcommentary on the school, and its purpose. A great start to the conference.

Throughout the four days in Corner Brook teachers attended concurrent sessions on Whole SchoolMentoring, Meaningful Activities for Generating Interesting Classrooms (MAGIC), Assessment andAccountability, Multiple Intelligences, Creating Intentionally Inviting Classrooms, and Brain-BasedLearning. Delegates at the conference found the sessions to be "inspiring, informative, and practical." Afinal address was given by Clar Doyle who provided a humorous and inspiring finale to Contact '98.

The conference involved more than sitting in the classroom and included a great deal of interacting. Oneevent which really brought the group together was the Salt of the Earth Competition. Provincial delegatescompeted in a variety of creative challenges to win a "coveted" trophy. The teachers from Newfoundlandand Labrador promised to win it back from NBTA at CONTACT '99.

If you are interested in more information about CONTACT, get in touch with the Professional DevelopmentDivision of the NLTA. If it looks like something you would like to do next summer, apply through yourBranch. An application for CONTACT '99 will also be published in a spring edition of The Bulletin. Nextyear's conference host is the New Brunswick Teachers' Association, date and exact location to be decided.

Developing Successful School Institute Leading a Learning OrganizationIn light of the reforms facing schools today, now more than ever, administrators need opportunities to cometogether to share ideas, gain insights and develop the strategies needed to facilitate these changes. A groupof administrators from this province had such an opportunity when they attended the Developing SuccessfulSchool Institute: Leading a Learning Organization, held at Mount Allison University in Sackville, NewBrunswick, July 6 to 10. The institute was sponsored by the New Brunswick Department of Education, NewBrunswick Teachers' Association, Prince Edward Island Teachers' Federation, Nova Scotia Teachers Union,and the Newfoundland and Labrador Teachers' Association. Administrators from four of the Atlanticprovinces attended the institute, with Newfoundland and Labrador having the largest number of participants.

Noreen O'Haire, a dynamic instructor, facilitated the institute. Her stimulating and informative sessions gaveparticipants valuable knowledge on topics such as building a positive school culture, personal masteryleadership, establishing collaborative teams, developing a shared vision, systems thinking, and so muchmore. Small group sessions gave administrators a chance to share ideas and work together to find solutionsto common concerns,. In addition, time was set aside for individual processing and planning. Participantswere engaged in daily reflection exercises that they used to plan for their own situations. "Daily reflectiontime was wonderful!", was the response from one individual.

The institute was a refreshing way to bring one year to a close while providing inspiration to begin another.It was a time for personal and professional growth through reflection, sharing, learning, and a time to buildnew friendships. This institute planted the seeds for future growth and administrators left with knowledge ofvarious strategies needed to lead educational change within their own schools.

Implementing CTF's "Train the Trainer" Program in IndiaPROJECT OVERSEAS '98

by Keith Samuelson

Late one February afternoon last winter I received a telephone call offering me theexperience of a lifetime. An official from the Professional Development Division of theNLTA graciously informed me that my application for Project Overseas had beenaccepted and that I would be working with teachers in India during July and August.Further information from the Canadian Teachers' Federation was to follow.

Within a couple of weeks the team leader for our project called and shared myexcitement. A retired Superintendent of Curriculum for Toronto, she had workedpreviously in the Caribbean and Brunei and was ecstatic about our posting. For the first

time, the CTF was implementing a "Train the Trainer" program and six Canadian educators were selectedbecause our qualifications corresponded with the topics requested by the All India Secondary Teachers'Federation. She felt confident that we would rise to the occasion since we were all experienced presenterswho had, between us, visited every major continent on the planet. It was also noteworthy that as a teamcomposed mainly of maritimers and westerners, we literally represented our country from coast to coast.

Over the next couple of months the six of us corresponded regularly by telephone, fax, Canada Post and e-mail to prepare for our assignment. Since every Indian state was sending delegates to our sessions in Delhior Bhubaneswar, depending on geographic proximity, we felt that it was important to prepare acomprehensive resource booklet that would be provided to each participant at registration. We weresuccessful in compiling an eighty-page document which included goals and outcomes, a daily schedule ofevents for each two-week workshop series, timings for each presentation and identification of the leadpresenter for each workshop. Our booklet contained a wide range of articles and related materials on theprocess and the content of "Train the Trainer", as well as surveys and evaluation forms. It is amazing howmuch communication can take place between people who have never actually met.

We finally met face-to-face on July 1 at CTF's orientation program in Ottawa. Considering our mission, itseemed appropriate for us to meet for the first tine on Canada Day, and the celebrations on Parliament Hillintensified our feelings of patriotism. The purpose of the orientation was to clearly define the objectives ofProject Overseas, sensitize participants to cross-cultural communications, provide information concerningthe specific program of each team and to participate in team-building exercises. Officials from CTF andCIDA (The Canadian Foreign Service Institute of the Canadian International Development Agency)presented interesting and informative workshops on the practical aspects of living and teaching in adeveloping country, dealing with culture shock, conflict resolution and global citizenship. Four days later,40 Canadian teachers, or nine teams, departed for their assignments in various locations across Africa, Asiaand the Caribbean. The anticipation was palpable.

Our team was particularly excited and anxious to get on with our work. We were going to India --; theworld's largest democracy, the second most populous nation in the work with 900 million people, a figurewhich is expected to double and surpass that of China by the year 2030. We were fascinated by the prospectof working in a nation which has 16 national languages and 1,600 local dialects in addition to the officialHindi and English. The birthplace of Hinduism, Buddhism, Jainism and Sikhism, India is home to acomplex mixture of racial, cultural and ethnic groups. A country which celebrates "Unity in Diversity",India is a land of paradoxes: urban sprawl and pastoral splendor, overwhelming opulence and abjectpoverty, the Jewel in the Crown and the Empire of the Spirit. All in one nation.

It took about nine hours to fly from Ottawa to Toronto to London, where we had a two-day stop over beforetaking another nine hour flight to Delhi. Upon arrival at Indira Gandhi International Airport, we werewelcomed by smiling All-India Secondary Teachers' Federation (AISTF) officials who greeted us likeroyalty, took charge of our luggage and escorted us in taxis to the landmark Imperial Hotel --; an old-fashioned, elegant oasis of peace and tranquillity for a jet-lagged Canadian team.

After resting from our long flight, we met with AISTF officials and Education Department professors at theTeacher's Training College for an orientation about the purpose of our visit and an overview of publiceducation and teacher training in India. We were impressed with their concern about the overuse oflecturing in the schools and their desire for our workshops to teach more progressive methods of instruction,assessment and school improvement. They were certainly providing strong leadership in assisting students'development of skills prerequisite to becoming independent, life-long learners. The Department Head gaveeach of us a copy of his book on "Child Centered Education", which we later found useful in a number ofpresentations. We agreed that our interactive approach to professional development was in line with theirobjectives and would help bridge the gap between theory and practice.

Later we walked around the famous Cannaught Place in the heart of downtown and took a tour of Delhi'smost impressive sights, including India Gate, the Presidential Palace, the Parliament buildings, MahatmaGandhi's Cremation Memorial, the Red Fort in Old Delhi and a number of beautiful temples and mosques.We were captivated by the sights, sounds and smells of this magnificent country: spectacular architecture,lush vegetation, markets teeming with people in colourful clothes, endless stalls of exotic foods, exquisitesilks, rare stones, the pungent aroma of spices and incense and the genuine warmth of the people.

The next morning we left India's capital city and took an Indian Airlines flight to Bhubaneswar, Orissa, deepinto the rural south; the land of a thousand temples. We were accompanied by a helpful AISTF official whokindly said, "In India, the guest is next to God". Again we were met with a warm welcome, given flowers byour hosts and graciously provided with assistance to our hotel.

The overwhelming hospitality and enthusiasm of the teachers was evident during the Opening Ceremoniesand continued throughout our two-week series of workshops. The intent of the "Train the Trainer" programwas to provide 40 participants at each site with the knowledge and skills to return to their respective schoolsand work with colleagues to design and deliver workshops for and with other teachers on topics relative totheir needs. The CTF team demonstrated a wide variety of techniques and strategies for workshop planning,presentation and evaluation through "hands-on" activities and comprehensive handouts. Topics requested byAISTF such as Site-Based Management, Curriculum Development, Co-operative Learning, ClassroomManagement and Alternative Methods of Assessment were very well received. Feedback from the daily,weekly and summary evaluations were extremely thoughtful, positive and helpful for the continuousimprovement of the process. As a result, special events such as guest speakers, panel discussions, Canada-India day celebrations, VIP dinners, socials, field trips, school visits and Closing Ceremonies wereexuberant affairs replete with the sharing of tributes, songs, dances, skits, poems, gifts, souvenirs, laughter,and, at parting, tears and promises to "keep in touch".

Having completed our sessions for teachers from the southern and eastern states, we returned to Delhi laterin July to work with participants from the northern and western regions. Revisions were made based on ourexperiences over the previous two weeks and our program was again evaluated very favourably by theteachers. The social highlights included a cocktail party at the Canadian High Commission and a one-daytrain trip to see Agra Fort and the awe-inspiring Taj-Mahal, one of the seven wonders of the world.

The personal relationships which developed between us and our Indian colleagues made our August 9departure a rather emotional experience. The CTF team had been professional partners, surrogate familymembers and traveling companions for six weeks. We developed a deep respect and genuine affection for

each other and for those smiling, enthusiastic, dedicated professionals who left their families and students totravel thousands of kilometers by train and bus to attend our program. We knew from our experience thatmany of them would be going back to face obstacles that seemed insurmountable to us and unimaginable toour colleagues back home. However, they were facing their problems with an indomitable spirit that is evenmore impressive than their geography, culture and history.

It has often been said that many nations have created empires of the sword, but only India has created anempire of the spirit. The spirit of the people who participated in our workshops was crucial to the success ofour project --; the most challenging and rewarding experience of our professional lives.

Keith Samuelson is a teacher at Prince of Wales Collegiate in St. John's.

Project Overseas

A Volunteer Program for Canadian Teachers

Project Overseas is a joint endeavour by the Canadian Teachers' Federation and itsMembers to give professional assistance to fellow teachers in developing countries.Project Overseas I (the summer project) is held during the months of July andAugust. Project Overseas II (the winter project) is held anytime from September toJune. The duration of the winter project is between three and sixteen weeks.

Started in 1962, with one program in Nigeria, Project Overseas has now assistedteacher organizations in over fifty countries of Africa, Asia, the Caribbean and theSouth Pacific. With the financial assistance of the Canadian InternationalDevelopment Agemcy and of Canadian teacher organizations, in a single year asmany as eighty volunteers are sent to twenty countries.

BASIC REQUIREMENTS FOR PARTICIPATION:Any Canadian teacher who is a member of a provincial or territorial teacher organization which is aMember of CTF, can participate in Project Overseas if he / she meets the following requirements:

membership in a provincial or territorial organization which is a CTFMemberan appropriate teachers' certificatea minimum of five years teaching experience in CanadaCanadian citizenshipexcellent healthevidence of flexibility and mature judgement

APPLICATIONS:Deadline date for applications: November 15th.

Further information and application forms are available from:Newfoundland and Labrador Teachers' Association3 Kenmount Road, St. John's, NF A1B 1W1Tel: 709-726-3223 or 1-800-563-3599; Fax: 709-726-4302

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Retired Teachers' FoundationINVESTMENTS TOP $50,000

by William Abraham

Now in its twelfth year, the Retired Teachers' Foundation has passed a significant milestone. As of March31, 1998, Treasurer N. Ray Wight reported investments of $52,218.90.

The interest from these investments enables the Foundation to make donations each year to registeredcharities, specifically those dealing with children. In the first year, 1988, a donation of $300 was made to theJaneway Hospital; the next year it was doubled to $600. Gradually, over the years, the Foundation has beenable to increase both the size of the donations and the number of charities helped. By 1994, it made fivedonations totalling $2,500, and now in 1998, eight groups received a total of $3,800. In 11 years, $21,400has been contributed to local charities..

The Foundation receives gifts from individuals, families and retired teacher's groups, usually in memory ofa deceased teacher. Sometimes these gifts are targeted to an organization specifically interested in children'swelfare. The interest from the investments is all distributed as donations. Our sponsors, the RetiredTeachers' Association of Newfoundland and Labrador, has generously underwritten any expenses (e.g.postage) of the Foundation.

Six charities that had previously received donations each received $500 again this year. They were: TheCandlelighters Association; Children's Rehabilitation Centre; Children's Wish Foundation; The Shriners'Burn Unit; The CNIB; and Vera Perlin Society. For the first time, we made donations of $400 each to theSpina Bifida Society, and the Autism Society.

This year the annual meeting was held on May 12, hosted by the Con-Tri Division of the RTANL, atPersalvic School, Victoria, Conception Bay. President Don Case and his members made the FoundationBoard of Directors and the representatives from the very charities, very welcome. A delicious lunchfollowed the presentations. The donation to The Shriners' Burn Unit will be made in Corner Brook and theothers at a later date in St. John's.

New officers and a Board of Directors for 1998-2000, were elected at this meeting: Heber Walters, Chair;William Abraham, Vice-Chair; Anita Finn, Secretary; N. Ray Wight, Treasurer; and other members: JimFox, NLTA; Don Case, Con-Tri Division; Clayton Rice, Eastern Division; Dr. Ern Cluett, MUN; AllanWright, Department of Education; and Bill Day, Central Division.

The Foundation thanks all those supporters who have enabled it to grow so steadily, and invites otherteachers (both active and retired) and their families to become supporters as well.

William Abraham is Vice-Chair of the Retired Teachers' Foundation.

TEACHERS HONOURED

Peggy MarchDistinguished Teaching Achievement Award 1998The National Council for Geographic Education (NCGE) has awarded Peggy Marchfrom Macdonald Drive Junior High School in St. John's, its annual DistinguishedTeaching Achievement Award for 1998.

Awards were given to forty-six K-12 teachers and nine college/university professorsfrom the United States and Canada. The Distinguished Teaching Achievement Awardsrecognize outstanding contributions to geographic education. Nominations for the awardsare submitted by colleagues, and the winners are chosen by judging panels at the

elementary, junior high, senior high or post secondary level.

NCGE President, David Lanegan, will present plaques to recipients at the awards banquet during the NCGEannual meeting, October 11 to 14, 1998 in Indianapolis, Indiana. Award recipients receive free registrationto the conference and a one-year membership to the NCGE.

Ms. March holds degrees in education and geography from Memorial University of Newfoundland and ispresently Department Head of Social Studies at Macdonald Drive Junior High in St. John's.

Kim ShortKinettes Club of Canada National Award WinnerKim Short, a teacher at Roncalli Elementary School in St. John's, is a recent recipient ofa national award from the Kinettes Club of Canada. Kim took top honours during theKinette's national speak-off competition held this past August in Winnipeg. A MountPearl Kinettes Club member, Ms. Short spoke about "Surviving the First Year ofMarriage". She is married to Evening Telegram Sports Editor, Robin Short.

"It came as a complete surprise, really," she said. "A delegate from Ontario had a verygood speech and I thought for sure she had won. I'm very pleased and honoured." Ms.

Short won the Kinettes' Newfoundland competition during the organization's annual provincial conventionin Marystown, and later earned the right to travel to Winnipeg after placing first at the Atlantic regionalspeak-off in Fredericton.(Information for this article was taken from an article in The Evening Telegram.)

Douglas Gosse1998 Governor General's Award for Excellence in Teaching Canadian History FinalistDouglas Gosse, a senior level teacher at Macdonald Drive Junior High School in St.John's is one of 12 finalists for the 1998 Governor General's Award for Excellence inTeaching Canadian History. The program, funded by Canada's National History Society(CNHS), is designed to applaud teaching excellence, celebrate Canadian history,recognize the nation's best history educators and promote the sharing of great historyteaching ideas.

Mr. Gosse was selected from a Canada-wide pool of 94 nominees for his unique way ofcreating history teaching resources. When presented with the task of establishing a stimulating learningenvironment for his French immersion history students, with limited access to formal resources, he createdhis own, including units on Louis Riel, Upper and Lower Canada, World War I and II. He has also writtentwo novels which reflect historical and social realities The Celtic Cross (1995), contains a lot ofNewfoundland Celtic folklore, and The Romeo & Juliet Murders (1997), which is a spoof on Shakespeare'stragedy, and has much local flavour.

History does not end when the bell marks the end of the period in Mr. Gosse's class. Dramatic re-enactments of Louis Riel's trial, improvisations of scenes from historical novels, dance, art work, journals,guest speakers, and excursions are all part of what motivates students to learn more and dig deeper.

The 12 finalists, chosen by a bilingual national panel of judges, are presented with a certificate, $500 cashand the opportunity to be named the award recipient at a ceremony on November 21, 1998 at Ottawa'sRideau Hall under the auspices of His Excellency, the Right Honourable Roméo LeBlanc, GovernorGeneral of Canada. The recipient of the Governor General's Award for Excellence in Teaching CanadianHistory will receive a $5,000 honorarium, a medal and a computer for his/her school.

Prime Minister's Awards for Teaching ExcellenceThree Newfoundland and Labrador teachers are recent recipients of the Prime Minister's Awards forTeaching Excellence. These awards are given every year to recognize the achievements of elementary andsecondary school teachers who are leading the way in preparing their students for the new, knowledge-based economy.

Brenda Rowe of Bishops College in St. John's is one of 17 Certificates of Excellence winners. Ms. Rowewas the driving force behind the school's new gallery for student artwork. This gallery attracts visitors fromall over the city, provides practical advertising and marketing experience to students, and inspires buddingartists. Ms. Rowe is an energetic advocate of the arts, seeing them as an integral component of educationand an avenue for exploring important societal issues. Her courses integrate art with other disciplines ininteresting and creative ways. Her students worked with the Biology Department to develop natural dyes forexhibition at the school science fair, and with chemistry students to test ceramic glazes. Ms. Rowe providesa well-planned and guided learning experience for her students, with regular constructive feedback, andteaches them how to critique their own work, encouraging peer evaluation. Many former students areenrolled in fine arts schools.

Jane Scaplen, a French immersion teacher at Sacred Heart Elementary School in Marystown, is one of 55Certificate of Achievement winners. Ms. Scaplen regularly uses the Internet to make distances disappear. Byintegrating computer technology into her teaching she provides her students with continuous access toFrench-language use, and broadens their geographic and cultural awareness. They improve their academicand social skills, and gain valuable familiarity with new technologies. She and her students initiate andparticipate in many on-line education activities. Two of their Internet-based projects were recognized asexemplary by the International Society for Technology in Education's Special Interest Council onTelecommunications. In addition to her classroom involvement with technology, she acts as a resource forother teachers. She is recognized provincially and internationally for her contributions and accomplishmentsin this field.

Patrick Wells, a teacher at Bishops College in St. John's, is also a Certificate of Achievement Winner. Mr.Wells' students can repeat a favourite field trip to the beach over and over again because the whole thing iscaptured on their computer. The Intertidal Zone web site allows students to visit the beach and collectsamples for analysis without ever leaving their keyboards. This is only one of many ways that Mr. Wellsuses technology to promote learning. Based on his philosophy that technology should be an integral part ofcurriculum, he regularly has students make multimedia presentations or create research paperselectronically. His enthusiasm has spread and today students are eager to get into his classes. Virtually everygroup at Bishops, from individual science classes to basketball teams, has its own web page.

A total of 72 teachers (17 Certificates of Excellence and 55 Certificates of Achievement) were selected fromalmost 300 nominations. Certificates of Excellence are presented by the Prime Minister. Recipients of theCertificates of Achievement will be honoured later at events held across Canada. All recipients arerecognized in an Exemplary Practices publication which is designed to share the proven teaching methodsof award recipients with educators across Canada and throughout the world via the Internet.

Wayne Russell

CTF Special Recognition AwardThe Newfoundland and Labrador Teachers' Association was very proud to nominate its former ExecutiveDirector, Wayne Russell, for the Special Recognition Award presented by the Canadian Teachers'Federation at its Annual General Meeting in Ottawa in July 1998.

Wayne has served education in Newfoundland and Labrador extremely well while an active member of theprofession. He began his career in 1969 and worked as a classroom teacher, department head and schoolprincipal.

In 1978, he joined the staff of the then Newfoundland Teachers' Association as Executive Assistant inTeacher Welfare. From there he moved to the position of Director of Teacher Welfare, and in 1985, becamethe Executive Director of the Association until his retirement in 1997.

During Wayne's diverse employment history with NLTA, he worked in close liaison with variousdepartments of the provincial government, including Education, Finance, Employment and Labor, andTreasury Board.

In our discussions with him, Wayne has indicated that it was the work performed on behalf of teachers andschools that was most satisfying and fulfilling to him throughout his career. Working with teachers oncommittees, writing about the concerns of teachers and education, and speaking about these same issueswere the highlights of his extensive career path. Wayne traveled the province extensively promoting theneeds of teachers and education and meeting and working with teachers in their schools and communities.

Besides his local involvement in education, Wayne made significant contributions at the regional, nationaland international level. He was a constant contributor to the Canadian Teachers' Federation, the CanadianEducation Association, and, in particular, the Conference of Atlantic Provinces Teacher Organizations. He isvery well respected by his colleagues in the Canadian Association for the Practical Study of Law inEducation (CAPSLE), the Canadian School Boards' Association and Education International. Wayne hasmade outstanding contributions internationally with his work in Ghana in 1988 and at transborder meetingsin both Canada and the United States. This past spring he was heavily involved in co-ordinating theprogram for the Canadian Education Association Short Course in Banff, Alberta.

The respect held for Wayne outside of the education realm is evidenced by the role that he has played withthe Atlantic Provinces Economic Council, the St. John's Board of Trade and the Canadian HockeyAssociation. From 1990-95, was also served as a member of the Premier's Advisory Council on theEconomy.

It was with Wayne's leadership and dedication that the Newfoundland and Labrador Teachers' Association,in 1986, spearheaded the movement to reform the education system in this province. The Association's briefto Cabinet, "Exploring New Pathways", set the stage for a Royal Commission which recommended a radicalchange in the schooling system of Newfoundland and Labrador. These changes have now been realized andmuch of that leadership and foresight can be attributed to the contributions rendered by Wayne.

1998 PRE-RETIREMENT SEMINAR

REGISTRATION FORM

Surname Mr. Mrs. Ms. Given NamesSocial Insurance Number

Home Address

Postal Code

Home Telephone

School Name

School Telephone

Which Session will you attend? Oct. 7-8 - Albatross Hotel, Gander

(709-256-3956)Nov. 26-27 - Holiday Inn, St. John's (1-800-465-

4329) FULLOct. 15-16 - Holiday Inn, Corner Brook (1-800-

465-4329) FULLNov. 30 - Dec. 1 - Holiday Inn, St. John's (1-800-

465-4329)Oct. 29-30 - Holiday Inn, Stephenville (1-800-

465-4329)Dec. 7-8 - Holiday Inn, St. John's (1-800-465-

4329)Nov. 5-6 - Mt. Peyton, Grand Falls-Windsor (1-

800-563-4894)

(Please note change in dates for Grand Falls-Windsor session!)

Will your spouse be attending? Yes No

Name of spouse (if attending)

Earliest date you are eligible for pension benefits

Have you attended a previous pre-retirement seminar? Yes No

Any teacher who is eligible to retire by June 2001 is invited to submit this registration form for a Pre-Retirement Planning Seminar.

Return to:Melanie Jaster, Benefits and Economic Services Division, Newfoundland and Labrador Teachers' Association, 3 Kenmount Road, St. John's, NF, A1B 1W1, Fax: 709-726-4302

Note: Participants must reserve their own hotel accommodation. Travel costs will be paid under policy.Retain receipts where applicable.

STEM~Net Report

If you pay a visit to STEM~Net's web site (www.stemnet.nf.ca), you'll find that it has a new look. OnSeptember 21, STEM~Net launched its re-designed pages, featuring clean, modern graphics and an easy-to-navigate site.

Students and Adults Got Hooked on Technology at Hook, Line and Net '98Students, parents and teachers found out about everything from innovative uses of the Internet in theclassroom to the technology behind the special effects in the movie Titanic during STEM~Net's third annualtechnology conference.

Hook, Line and Net '98 took place from August 18-20 at Memorial University in St. John's. This year'stheme was Cybersteps: Pathways in a Digital World. Over the course of three days, the delegates had theirchoice of speakers, panel discussions, presentations, exhibitions, and workshops on aspects of technology.

The NLTA sponsored a group of four teachers from Waterford County, Ireland, to come to St. John's andgive presentations on their curriculum-based technology projects and the use of Information Technology inschools in Ireland. This trip built on the expansion of the STELLAR Schools program to Ireland, which waslaunched in May 1998. For more information on this project, visit the web site (www.stellar.nf.ca).

The keynote speaker was David Plant from Silicon Graphics Canada, a hi-tech company that suppliescomputer software and expertise to the entertainment industry. In his presentation, Mr. Plant showeddelegates how technology can create special effects that blur the line between reality and fantasy.

Young people and adults attended some of the sessions together at both the introductory and advancedlevels and many sessions were taught by students and young technology experts. But the conference alsofeatured specific workshops for teachers, which will help them integrate technology into their classrooms.

Plans are already under way for Hook, Line and Net '99. Several committees are now in place and theywelcome suggestions for next year's event. For more information, contact Nancy Parsons Heath at 709-737-2663 (e-mail: nancy@stemnet.nf.ca).

SNN Goes MultimediaDuring Hook, Line and Net '98, a group of student journalists were on hand to cover some of the sessionsand write stories for a new edition of SNN the SchoolNet News Network. SNN is an on-line journalismproject for K-12 students across Canada that's based at STEM~Net's offices in St. John's.

SNN and its French counterpart, Réddaction de Rescol (RDR), were re-vamped over the summer to addvideo and audio elements, giving young reporters more ways to tell their stories. Students are welcome toshare their stories with their peers through SNN and RDR, the news network that's produced by students, forstudents. You can find SNN on the STEM~Net main page.

Francophone Program Officer at STEM~NetSTEM~Net, in conjunction with the Conseil scolaire francophone de Terre-Neuve et du Labrador, hascreated a new position, that of a Francophone Program Officer, to coordinate projects for STEM~Net andthe provincial francophone school board. The new coordinator, Jim Murphy, a teacher from École Ste-Annein La Grand'Terre on the Port-au-Port peninsula, will be primarily responsible for creating a francophoneeducational network for the province, that would include a variety of developments, such as:

Creating a francophone provincial web site;

Developing on-line curriculum materials for franco-phone educators;Providing distance education initiatives and Internet-based education;Initiating awareness campaigns for SchoolNet French language activities (RDR, Rescol, Rescol à lasource), national projects which are managed by STEM~Net;Providing professional training opportunities;Providing opportunities for the integration of technology into the classroom;Creating a francophone long distance network capable of hosting video conferences vis-à-vis theInternet;Forging partnerships with other francophone organisations, provincially, nationally andinternationally;Bringing the concept of telecommunity (télécommunauté) to the francophone community ofNewfoundland and Labrador as a model for improving relations between francophone communities ingeneral.

This program will help connect Newfoundland and Labrador to the "Société nationale de l'Acadie" in theAtlantique region, providing opportunities in five key areas: education and training, health, technology-based enterprises, community development, and delivery of government services and programs.

In addition to the full-time position, two youth employment positions will be utilized to help research andcreate the on-line materials necessary to the success of the project. One will be based on the Port-au-PortPeninsula and the other in St. John's.

Overall, this project is designed to provide the development and management of a francophone presence ineducation in the province of Newfoundland and Labrador. Currently, there are five schools which offerFrench first language programs under the jurisdiction of the francophone school board: École St-Patrick (St.John's), École St-Michael's (Goose Bay), Centre éducatif l'envol (Labrador City), Notre Dame du Cap (CapSt-Georges) and École Ste-Anne (La Grand'Terre).

The school board realizes the incredible difficulties associated with the distances separating the schools, theschool board and the communities, but is optimistic that collaboration with STEM~Net and the new distanceeducation coordinator/francophone program officer will allow the development of a high-endcommunications network which will help alleviate this isolation and better connect these communities to thelarger francophone network.

Science and Technology Essay ContestStudents in Newfoundland and Labrador could win some great prizes just for explaining why science andtechnology are important to Canada's future and their own careers. The provincial Department of Education,STEM~Net and Operation Online are sponsoring an essay contest for students. The contest will be officiallylaunched during Science and Technology Week in October. The deadline for entries will be late November.

Students are encouraged to write 500 words (maximum) about the role that science and technology will playin the future. A panel of judges will award prizes to the top entries in both the Grade 7-9 and Level 1 toLevel 3 categories. Both the students and their schools will receive prizes.

Next spring, the Council of Ministers of Education, Canada (CMEC) will administer science and technologyassessments of Canadian students through its School Achievement Indicators Program (SAIP). Theassessments started in 1993 to gather national statistics on student achievement in Mathematics, Readingand Writing, and Science. The essay contest is designed to heighten awareness of science and technologyeducation.

Watch STEM~Net's home page for more details on the contest (www.stemnet.nf.ca). Regular updates will

appear in the What's New section.

STEM~Net Staff 1998-99Nancy Parsons Heath, Director nancy@stemnet.nf.caFrank Shapleigh,Training Officer frank@stemnet.nf.caLeo Harlick, Senior Systems Officer leo@stemnet.nf.caDale Fraser, System Administrator dale@stemnet.nf.caDeanna Janes, Senior Secretary djanes@stemnet.nf.caJoan Genge, Records Officer jgenge@stemnet.nf.caVicki Hoven, Records Officer vhoven@stemnet.nf.caKen Penney, Webmaster kgpenney@stemnet.nf.caRosalie Corrigan, Grassroots Coordinator rcorriga@stemnet.nf.caBest wishes to Beth Power, STEM~Net's Program Officer, who has left to take up duties as the LearningResources teacher at St. Kevin's Elementary School, Goulds.SNN/RDR Staff Beth Ryan, SNN Coordinator bkryan@stemnet.nf.caBrian Lake, SNN Webmaster brian@stemnet.nf.caHéllènne Davis, RDR Coordinator hjdavis@stemnet.nf.ca

Beth Ryan, Coordinator, SchoolNet News/Réddaction de RescolTel: 709-737-2611; Fax: 709-737-2179; e-mail: bkryan@stemnet.nf.caweb page: http://www.stemnet.nf.ca/snn/

The STEM~Net office is located at Room E5038, Education Building, Memorial University ofNewfoundland, St. John's, NF, A1B 3X8, and the main phone line is 709-737-8836. The fax number is 709-737-2179.

RESOURCESSalmon OdysseySalmon Odyssey, by Canadian education software developer, Ingenuity Works, is a simulation software forages 9 and up which puts you literally in the salmon's world. Underwater views let you imagine the worldfrom a salmon's perspective, while an overhead map view helps you pick a good spawning location. Drytextbooks describing ideal stream beds for spawning in become more meaningful to children or even adults,who as the head of a group of salmon are charged with searching for a gravel bottom in a slow-movingstream in which to lay eggs. Students can work together, individually, or in a team as they explore options,make decisions, interpret scientific vocabulary and solve problems. Salmon Odyssey is available onMacintosh CD-ROM or floppy disk from Ingenuity Works. For information or prices call 1-800-663-7731.

Addictions Awareness Week ResourcesAddictions Awareness Week, November 15 to 21, 1998, is a national week organized to raise awarenessaround alcohol, other drug abuse, and problem gambling behaviour. This year's theme, "Discover the MagicWithin You!", was chosen to emphasize the fact that everyone can experience magic in their lives. Topromote this theme, 6,000 kits have been developed and forwarded to schools, community groups, andbusinesses across the province. The kits include FastFact sheets on Youth Gambling, Binge Drinking, andways to raise awareness around the abuse of prescription and over-the-counter drugs. These kits also offerinformation materials and activity booklets for those interested in learning more about addictions issues andthe ways to prevent related problems. Promotional materials including baseball hats, posters, bookmarks,and stickers have also been produced to highlight the week, and are available from Addiction Services tothose interested in organizing an activity, while supplies last. They also offer a variety of lesson plans forstudents in Kindergarten to Level III. Addiction Services also has videos, brochures, games, programs, andworkshops. Contact your location Addictions Services office to learn more about these resources.

Kids Who CareThe Kids Who Care package aims to educate students about the connection between local and globaldevelopment issues, while leading them to action-oriented solutions It is available through Foster ParentsPlan, an international child-focused sponsorship organization, with community development projects in 41countries. The package includes a video that profiles youth-led environmental projects in Senegal and Togo,a Teacher's Guide of lesson plans and activities, and a subscription to a future newsletter profiling students'projects across Canada. The material is suitable for Grades 4-6 and is available in English and French. Toorder, call Madeline Lunney, Foster Parents Plan, Tel: 416-920-1654 or toll free at 1-800-387-1418.

UNICEF Teacher's Activity GuideUNICEF's Teachers' Activity Guide explores development issues in a positive way, and shows students thatthrough their actions they can make a difference. Fundraising for UNICEF Halloween is one of the firstways young Canadians can take action for the future of children everywhere. The Guide is easily adaptableto the K-7 curriculum, and includes creative classroom activities, stores, games, fundraising ideas, andsafety tips for Halloween. Call your provincial UNICEF office today to order a free copy of your annualTeachers' Guide. You can also request orange boxes, a colourful poster and bookmarks for your classroom,all at no charge.

Let's Talk About Law in Elementary SchoolLet's Talk About Law in Elementary School addresses the need of teachers for relevant ideas and materialsthat can be integrated into the core subjects of social studies, language arts or science. It providesinformation on where to obtain other useful materials for classroom use, as well as law resources to assist indeveloping classroom materials. The contributors are active in law-related education, either at the publicschool level, in program administration or at the post-secondary level. Chapters include: Filling the Gap ­Let's Talk About Law; Why Teach Law in the Elementary Classroom?; Resolving Conflict in theElementary Classroom; Looking at Law Through Story Drama; and Experience Law Through Games andSimulations. Copies can be purchased at local bookstores or via Temeron Books Inc., 210-1220 KensingtonRoad N.W., Calgary, AB, T2N 3P5, Tel: 403-283-0900; Fax: 403-283-6947; e-mail:

temeron@telusplanet.net.

The Busy Educator's Guide to the World Wide WebThe Busy Educator's Guide to the World Wide Web by Marjan Glavac, provides ideas, tips and sites totransform wasted hours into hours of real educational value. This guide provides information on web sitesthat offer hundreds of free lesson plans and specialized search engines that have been handpicked as the bestresources geared for education and students who need to find information fast. And when your students askyou questions that you can't answer, there is also a list of "expert" sites where answers and tips on where togo for additional information are freely available. The Busy Educator's Guide to the World Wide Web isavailable for $14.95 from Maria Skale Glavac, Tel: 519-473-5567; Fax: 519-471-0318; web sites:www.glavac.com or www.amazon.com. To obtain a free report entitled "Ten Great Tips for Making theMost of Your Time on the Internet", send an e-mail message to Marjan Glavac at marjan@glavac.com andplace the words "Ten Internet Tips" in the subject line. Educators can also subscribe to the free newsletter"The Busy Educator's Guide Newsletter" at: www.glavac.com.

Multimedia CD ROMs -- Chemistry and PhysicsM.C.H. Multimedia Inc, is a small multimedia company based in Montreal that produces interactivemultimedia CD-ROMs in the areas of Chemistry and Physics. The CDs are authored by Dr. Bryan Sanctuaryof McGill University. Dr. Sanctuary has recently released five new interactive CD-ROM products. Theclass-tested, multi-platformed tutorials are: Pre-General Chemistry; General Chemistry; Organic Chemistry;Physics (Calculus); Physics (Algebra). Each version is extensive in its coverage of science concepts.Quizzes, Plotting, Movies, Animations, and over eight hours of voice comments by Dr. Sanctuary are someof the ways the tutorials bring material to life. These interactive study aids were developed for advancedhigh school and introductory college levels. To order a copy or for further information, contact M.C.H.Multimedia Inc., 484 Strathcona Avenue, Montreal, QC, H3Y 2X1, Tel: 514-939-7418; Fax: 514-939-1231;e-mail: mchmultimedia@iname.com; web site: www.mcgill.ca/multimedia.

Teaching Overseas Information HandbookTeaching Overseas Information Handbook is designed to give those who want to find out more about thewhole process of teaching overseas some details on what makes a successful overseas teacher, how to find ajob, what to expect when one has been found, and what other resources exist to help out with the wholeprocess. Teaching Overseas Information Handbook is available for $12.50 from Bob Barlas, R.R. #5,Belleville, ON, K8N 4Z5, Tel: 613-967-4902; Fax: 613-967-8981; e-mail: rbarlas@connect.reach.net.

Museum programs for schoolsThe Newfoundland Museum has four school programs to offer the province's elementary students for the1998-99 school year. Programs start on October 6 and feature hands-on learning with historical artifacts,videos, guided tours of related exhibits, and help with interpretation by the Museum's interpreters andvolunteers. The programs include: The Inuit in Labrador; Home and School; Introduction to Archaeology;and Flippers, Flukes and Fins. Classes should be at the Museum by 9:30 a.m. is possible. To book your classfor any program, contact Bob Forsey, Tel: 709-729-0661; Fax: 709-729-2179.

1998 CANARIE Internet Treasure HuntCANARIE (The Canadian Network for the Advancement of Research, Industry and Education) is launchingits 3rd annual internet Treasure Hunt, which will run from October 16 to November 16. The Treasure Hunt,which was created in consultation with SchoolNet and teachers from Virtual Adventure Camps Canada, istargeted to students in Grades 4-12. The Hunt is a challenging, fun and educational activity, with greatprizes for students and schools. Visit http://treasure.canarie.ca.

CALENDAR OF UPCOMING EVENTS

Modern Languages CouncilOctober 22-23, 1998Delta Hotel, St. John's. Contact: Paul Edwards, Tel: 709-754-0083.

Booth Memorial High School 9th Annual Student Leadership ConferenceOctober 22-24, 1998St. John's. Approximately 500 student leaders and their teacher sponsors from all regions of the provincewill participate in this event. The goal is to provide student leaders with the opportunity to develop andrefine their leadership skills and share ideas amongst their peers. Participants will hear motivationalspeakers, meet role models, and be exposed to educational sessions. For registration information, contactSylvia Moore, Booth Memorial High School, Tel: 709-579-6465; e-mail: smoore@booth.k12.nf.ca.

Association canadienne des professeurs d'immersion/Canadian Association of Immersion Teachers(ACPI/CAIT) 22ième congrès annuel/22nd Annual ConferenceNovember 5-7, 1998Ottawa Congress Centre. Theme: En immersion, on est branché: c'est capital!/Hooked on Immersion, it'sCapital!. Contact: Suzanne Fournier, Présidente du comité organisateur, Congrès 1998 de l'ACPI, ÉcoleGlashan, 28, rue Arlington, Ottawa (Ontario), K2P 1C2, Tél: 613-239-2264; Tél: 613-563-2955; e-mail:suzanne_fournier@ocdsb.edu.on.ca.

Math/ScienceNovember 19-20, 1998Gander. Contact: Clar Brown, Tel: 709-489-2168, Fax: 709-489-6585; or Earl Crowther, Tel: 709-944-7731, Fax: 709-944-6834.

Memorial University School of Social WorkWinter 1999St. John's. Continuing Education for Field Instructors --; January 21, 1999. Registration deadline: December18, 1998; Working with Families and Children Who Witness Violence --; February 11, 1999. Registrationdeadline: January 8, 1999. Contact: Joan Roberts, Clinical Institute, School of Social Work, MemorialUniversity of Newfoundland, St. John's, NF, A1C 5S7, Tel: 709-737-2553; Fax: 709-737-7026.

1999 Canada Winter GamesFebruary 20 - March 6, 1999Corner Brook. Contact: Georgina Etheridge, Tel: 709-637-1999, Fax: 709-785-1999; e-mail:ethridge@newcomm.net.

Technology EducationSpring 1999 Battery Hotel, St. John's. Contact: Garland Jennings, Tel: 709-579-4107. Please Note: This conference waspreviously scheduled for October 8-9, 1998.

HumanititesApril 22-23, 1999St. John's. Contact: Geoffrey Booth, Tel: 709-944-7628.

Program SpecialistsMay 5-7, 1999 (tentative)St. John's. Contact: Pat Collins, Tel: 709-786-7182.

Canadian Vision Teachers Conference '99May 6-9, 1999Halifax, Nova Scotia. Relevant topics will be of interest to itinerant, classroom and resource teachers.Contact: Sandra Sackett, APSEA, 5940 South Street, Halifax, NS, B3H 1S6, Tel: 902-424-8520, Fax: 902-424-0543; e-mail: sacketts@apsea.ca.

MusicOctober 15-16, 1999St. John's. Contact: Mary Dinn, Tel: 709-754-0083.

Note: Contact the Professional Development Division at the NLTA for any changes or additions to NLTASpecial Interest Council workshops/conferences.